The Effects Of Cooperative Learning Methods On Achievement, Retention, And Attitudes Of Home Economics Students In North Carolina

Abu, Rosini; Flowers, Jim

doi:10.21061/jcte.v13i2.671

Cited by 22 publications

(16 citation statements)

References 9 publications

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“…The results show that the posttest and delay test mean scores of students in the GTG were higher than those of students in the conventional teaching group. The findings of the above studies validate the results of a two-week period conducted by Abu & Flowers (1997) in which the effectiveness of the STAD method and lecture-based teaching method were compared on two dependent variables (achievement, and retention) in a home economic course in a University in America. A cooperative learning group received the STAD technique and a control group received conventional teaching.…”

Section: Introductionsupporting

confidence: 69%

The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

Tran¹

2014

IJHE

139

101

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This experimental study investigated the effects of cooperative learning on the achievement and knowledge retention of 110 first-year primary education students toward the psychology subject over the eight weeks of instruction at An Giang University. These tertiary students were divided into two matched groups of 55 to be taught by the same lecturer. In the experimental group, cooperative learning was employed, while in the control group, lecture-based teaching was used. The results showed that after approximately 8 weeks students who were instructed using cooperative learning achieved significantly higher scores on the achievement and knowledge retention postteststhan did students who were instructed using lecture-based teaching. The study supports the effectiveness of cooperative learning in Vietnamese higher education.

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Section: Introductionsupporting

confidence: 69%

The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

Tran¹

2014

IJHE

139

101

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“…They remembered approximately 99 percent of their post experiment knowledge when tested a month later on the delay test of achievement. This ratio validates, to some extent, the results of those studies reviewed earlier (Abu & Flowers, 1997;Tanel & Erol, 2008;Sahin, 2010, & Wyk, 2010 which reported that students in both cooperative learning group and traditional teaching groups have a similar percentage of knowledge retention on the delay test of achievement. In this study, a possible explanation for the similarity in knowledge retention could be that Vietnamese tertiary students are very adept at learning meaningfully from lecture-based teaching.…”

Section: Discussionsupporting

confidence: 88%

“…An inspection of scores for each group shows that both group had similar retention (approximately 99%) on the delay test of achievement. The findings of the above studies validate the results of a two-week period conducted by Abu & Flowers (1997) in which the effectiveness of the STAD method and lecture-based teaching method were compared on two dependent variables (achievement, and retention) in a home economic course in a University in America. A cooperative learning group (n = 91) received the STAD technique and a control group (n = 106) received conventional teaching.…”

Section: Cooperative Learning Research In the Western Contextsupporting

confidence: 69%

The Effects of Jigsaw Learning on Students’ Knowledge Retention in Vietnamese Higher Education

Tran¹

2016

IJHE

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As part of an experimental study on the effects of jigsaw learning on Vietnamese tertiary students' longer term achievement in a course of Management of Education and Administration, knowledge retention after one month was investigated. As reported in our previous papers, students in the cooperative jigsaw group (N = 40), perceived their instruction as more cooperative and more student-centered, and less teacher-centered than did those in the lecture group (N = 40). They also obtained significantly higher scores on a post experiment achievement test than did the others. Results indicate that in general students in the cooperative jigsaw group appreciated most working with others and getting help, discussing and sharing information and teaching others, and enjoyed the jigsaw context. This paper furthers that analysis by investigating students' knowledge retention. The findings show that a month after the experiment, students in the jigsaw group had greater long-term achievement than those did in the lecture group. However, students in both groups had a similar percentage of knowledge retention on the delay test of achievement. They retained nearly all of what they had learned (approximately 99 percent of knowledge) a month after the six weeks of the instruction.

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“…In addition, the literature suggests that additional reasons may motivate the instructors to use cooperative learning techniques. For instance, "the ability to work with others within a group and to develop interpersonal skills" might be an acceptable justification for implementing cooperative learning strategies (Abu and Flowers, 1997 When I work with other students I achieve more than when I work alone. 3 Cooperative learning can improve my attitude towards work.…”

Section: B the Overall Resultsmentioning

confidence: 99%

Students’ Attitude towards Using Cooperative Learning for Teaching Reading Comprehension

Farzaneh¹,

Nejadansari²

2014

TPLS

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Abstract-This study project was launched in order to contribute to the studies conducted for investigating the efficiency of different models of reading instruction. The aim of this paper was to investigate students' attitude towards using cooperative language learning techniques for reading instruction. Although cooperative methods are becoming more prevalent in private language schools, there are few studies regarding evaluating the students' attitude towards using cooperative learning for instructing reading comprehension in Iranian context. Evaluation of students' attitude towards the cooperative language learning in this research project was conducted using a survey questionnaire. Analysis of the quantitative questionnaire results showed that the participants generally tend towards supporting the implementation of cooperative strategies in teaching and learning reading comprehension.

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The Effects Of Cooperative Learning Methods On Achievement, Retention, And Attitudes Of Home Economics Students In North Carolina

Cited by 22 publications

References 9 publications

The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

The Effects of Jigsaw Learning on Students’ Knowledge Retention in Vietnamese Higher Education

Students’ Attitude towards Using Cooperative Learning for Teaching Reading Comprehension

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